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Kids these days really have it made. I know this gets said a lot, but it s the truth. They have it made, and then some.

I walked in on my two grocery killers yesterday afternoon, and they were talking about how they might spend the evening. Their conversation went something like this,

I don t know if I want to go see that movie. Maybe I ll just stay here and surf the internet. said Will, my son. My daughter Alison responded,

My boyfriend Dave is coming over to get me. We re going to a video arcade, then head out to the mall.

Sure is a far cry from the entertainment activities I had available to me when I was growing up in suburban Juliette, Georgia. Coming of age there, you really had to get creative when thinking up ways of entertaining yourself. In fact, one of my most vivid memories of this came when my brother Ernest and I began an ant war.

You heard me right - an ant war. They re really not that hard to do, once you get the hang of them. Let me explain a little further.

I guess I was eleven or twelve, and my brother Ernest maybe ten when we found ourselves late one summer afternoon wandering around in our cow pasture. After kicking around for maybe fifteen or twenty minutes, my brother stumbled into this big old mound of red ants. They weren t fire ants or anything, just plain ole red ants. After watching them scamper around for a few minutes, we moved on. We hadn t gotten fifteen feet further when we discovered yet another hill, this one full of black ants. Ernest, who knew lots about nature, told me that the sparks would fly if those black ants bumped into those red ones. I asked,

What do you mean, the sparks would fly?

He replied, Edward, two opposite tribes of ants like that will fight to the death if they meet up with each other. And you figure with two big hills like those, it d be an out and out ant war if they discover each other.

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My mind started racing, and I wanted to see if he was right. I asked him,

Ernest, anyway we can help that war get started?

He smiled, nodded, and walked over to a honeysuckle vine loaded with blossoms. Pulling a piece off, he handed it over to me and said,

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Just swish it around in that red ant hill.

I figured there was nothing to lose, so I walked over and brushed those blossoms all around that hill. It didn t take any time before red ants covered those flowers. When they were full, Ernest said,

Now, air lift our troups over to the black ant hill.

I did exactly that. I walked over and put that honeysuckle stem right down into that black ant hill.

Ernest turned out to be one hundred percent right. The red ants came off the stem and immediately started fighting the black ones. It was all very exciting, but the black ants had greater numbers, so the red ants started wearing down. When Ernest noticed that, he ordered me to airlift even more red ants. So I did, going back and forth several times with reinforcements.

It did the trick. The red ones slowly overtook the black ones, and finally they evacuated their own hill. The red ants had won!

Ernest and I left feeling pretty satisfied, and over the next several weeks we had even more ant wars. Before long, red ants were all over the place, and the black ones had all moved to a singular new hill. And then one day, the strangest thing happened. We noticed the black ants had taken over a couple of the red ant hills on their own. Ernest said that happened because the red ants were strung out all over the place, had too much ground to cover, and the black ones hit them when they were weakest. It made perfect sense, and I had to agree with him. And then it hit me that those ants were behaving a lot like people do - we seem to have our worst problems when we re too spread out, and then we have to pay the price, just like those red ants did.

I wonder if my kids learned anything like that at the video arcade last night…

Ed s latest book, Rough As A Cob, can be ordered by calling River City Publishing toll-free at: 877-408-7078. He s also a popular after dinner speaker, and his column runs in a number of Southeastern publications. You can contact him via email at: ed3@ed-williams.com, or through his web site address at: www.ed-williams.com.

About The Author

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Ed was born June 19, 1956, to Ed and Barbra Williams in Forsyth, Georgia. He was raised in Juliette and is a proud product of the Monroe County public school system. He graduated from Mary Persons High School in 1974, obtained an Associate s degree from Gordon College in 1976, a BBA from Georgia College and State University in 1978, and an MBA in 1991 from the same university. He and his family currently reside in Macon, Georgia.

Ed s life took a decided turn in 1995 when he bought a home computer and began writing down wild old stories about his upbringing in Juliette.These stories, through an unusual series of events, were published in 1998 in hardback under the title, Sex, Dead Dogs, and Me: The Juliette Journals.

Ed s book started out in four bookstores in Macon, Georgia - through word of mouth and the internet eight months later he was being stocked nationally in the Books A Million chain, and other large bookstore chains were also considering stocking him. Ed’s second book has recently been released, entitled Rough As A Cob: More of The Juliette Journals. It is published by River City Publishing.

Recently, Ed has appeared on the Georgia Public Radio program, Cover to Cover , he writes a syndicated weekly newspaper column called “Free Wheelin’,” and has won two prestigious online reader s poll awards for his book. He is in demand as a speaker, and is already being compared to some of Georgia s most noted humorists.

ed3@ed-williams.com

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What is the Theory of Multiple Intelligences? Part 2: Cultural Influence

 by: Michele R. Acosta

Howard Gardner’s theory of multiple intelligences developed as he worked with brain injured adults and autistic children. He identified distinct portions of the brain that control specific human abilities or talents like analysis, classification, speech, self-awareness, etc. He has identified eight distinct abilities that he refers to as “intelligences”: verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and the naturalist. In addition to the biological basis for these intelligences, Gardner also places great emphasis on cultural influences that may impact the development of each intelligence.

Culture determines what parents and schools will teach their children based on the needs of the community. Gardner says: “It is the culture that defines the stages and fixes the limits of individual achievement.” For example, educators have found that the Mexican American culture places a strong emphasis on community and on family; therefore, many members of this community have well-developed interpersonal intelligences.

The influence culture has on the development of the intelligences points to one of the most important components of the theory — the makeup of intelligences changes over time with age and with experience. Thomas Hatch profiled the intelligences of several children when they were in kindergarten and again when they were in the sixth grade. He discovered that their intelligence profiles had changed over time. Hatch says: “Just because young children display particular capacities does not necessarily mean that they will grow up to excel in activities involving those capacities. Children’s intelligences, the manner in which they display them, and how successful they are, shift, grow, and vary over time.”

In other words, if intelligences change with time and experience, they can be learned. If they can be learned, they can be taught. As a result, students who are not strong in one intelligence can be taught to develop that intelligence. According to Bruce Torff: “The intelligences develop - they grow and change over time, which allows strengths to be exploited and weaker areas remedied. …If you provide the right kinds of support for students, they build the kinds of intellectual structures that enable them to do things.”

David Lazear says that teachers should watch for “ways to help students stretch into new intellectual areas - maybe areas in which they are uncomfortable or weak.” Not only are weaker areas strengthened, but students develop a better self-image because they use a well developed intelligence to improve a weaker one.

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In an interview with Kathy Checkley, Gardner said: “Teachers have to help students use their combination of intelligences to be successful in school, to help them learn whatever it is they want to learn, as well as what the teachers and society believe they have to learn.” In other words, Gardner believes that teachers need to find ways to incorporate instruction into their classrooms that encourages students to develop weaker intelligences by drawing on their strengths. This in turn improves both attitude toward learning and academic achievement.

Visit www.TheWritingTutor.biz/articles/MI-intro-prob.php to learn more about the multiple intelligences.

References:

Checkley, K. (1997). The first seven … and the eighth: A conversation with Howard Gardner. Expanded Academic ASAP [on-line database]. Original Publication: Education, 116.

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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Hatch, T. (1997b). Getting specific about multiple intelligences. Expanded Academic ASAP [on-line database]. Original Publication: Educational Leadership, 54 (6).

Lazear, D. G. (1994). Multiple intelligences approaches to assessment: Solving the assessment conundrum. Tucson, AZ: Zephyr Press.

Torff, B. (1996). How are you smart?: Multiple intelligences and classroom practices. The NAMTA Journal, 21 (2), 31-43.

Vasquez, J. A. (1990). Teaching to the distinctive traits of minority students. The Clearing House, 63, 299-304.

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